The Effects of Word Processing on Written Composition

Dalton, David; Hannafin, Michael J.

doi:10.1080/00220671.1987.10885779

Cited by 50 publications

(25 citation statements)

References 9 publications

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“…All attitude questionnaires (or informal interviews) on writing with a word processor have indicated the same thing since the very first studies on the role of word pfocessing: writers enjoy using a word processor because they can settle down immediately to the task, are captivated by the screen, and can provide clear documents to other people (Bradley, 1982;Bridwell, Sirc & Brooke, 1985;Collier, 1983;Barker, 1987;Dalton & Hannafin, 1987;Meyers & Tilly, 1986;Wresch, 1984). The study by Joram, Woodruff, Lindsay & Bryson (in press) qualifies this statement, however: only half of the adolescents interviewed (age 13) said they preferred word processing to pencil and paper.…”

Section: Task Execution Conditionsmentioning

confidence: 94%

Effects of word processing on text revision

Piolat

1991

Language and Education

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Revising is an evaluating and editing process that is an essential part of text production. Is text revising facilitated by the use of word processors? After examining the related research, it is difficult to conclude with certainty that the use of word processors is always effective in improving writers' revising skills, or that their use necessarily leads to the production of higher quality texts. Their effectiveness depends on a large number of parameters (computer equipment, writing skills, task execution conditions) which psychologists are now starting to measure.

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Section: Task Execution Conditionsmentioning

confidence: 94%

Effects of word processing on text revision

Piolat

1991

Language and Education

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“…As computers were first integrated into classrooms, research focused on comparing the effects of word processors on writing and revising (Dalton and Hannafin 1987;Dybdahl et al 1997;Goldberg et al 2003). Early researchers expected computer technology to help students consider higher-level concerns when writing and revising, but studies show that students using a word processor spend more time and attention on surface features (MacArthur 2006;Reynolds and Hart 1990).…”

Section: Technologies For Evaluating and Revising Writingmentioning

confidence: 99%

Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development

et al. 2015

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Once writers complete a first draft, they are often encouraged to evaluate their writing and prioritize what to revise. Yet, this process can be both daunting and difficult. This study looks at how students used a semantic concept mapping tool to re-present the content and organization of their initial draft of an informational text. We examine the processes of students at two different schools as they remediated their own texts and how those processes impacted the development of their rhetorical, conceptual, and communicative capacities. Our analysis suggests that students creating visualizations of their completed first drafts scaffolded self-evaluation. The mapping tool aided visualization by converting compositions into discrete persistent visual data elements that represented concepts and connections. This often led to students' meta-awareness of what was missing or misaligned in their draft. Our findings have implications for how students approach, educators perceive, and designers support the drafting and revision process.

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“…Snyder (1992) reported the results of a number of doctoral dissertations where a number of researchers failed to gain empirical evidence demonstrating the advantages of word processors in the writing process. Dalton and Hannafin (1987) describe a study that found "the use of word processors was of little consequence for able learners but proportionately most effective for lowachieving students".…”

Section: Previous Researchmentioning

confidence: 99%

The impact of word processing on the preparation and submission of written essays in a tertiary course of study

Oliver

Kerr

1993

High Educ

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Abstract. This study investigated whether the use of word processing in the creation and submission of written essays by tertiary students, resulted in the achievement of higher grades compared with conventional methods. The study was conducted among 240 student teachers in the first year of a degree course and studying a pre-service unit in teacher education. Students' marks in an essay were gathered along with details of the submission method used; word processed, typed or hand-written. Initial statistical tests showed that students who used word processing as a method for essay submission scored significantly higher essay marks that students whose essays were typed or hand-written. Further tests, however, revealed than it was the level of revision carried out rather than the submission method that accounted for the differences in achieved scores.

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The Effects of Word Processing on Written Composition

Cited by 50 publications

References 9 publications

Effects of word processing on text revision

Effects of word processing on text revision

Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development

The impact of word processing on the preparation and submission of written essays in a tertiary course of study

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